| CODE | SWP1002 | ||||||
| TITLE | Historical and Contemporary Approaches to Addressing the Abuse of Children and Young People | ||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Social Policy and Social Work | ||||||
| DESCRIPTION | 'Historical and contemporary perspectives of the Abuse of Children and Young People' will deal with: 1. Terms and definitions in the field of abuse and care, child welfare and child protection - Terms and definitions will be contextualised and a critical reflection of these definitions will be presented. 2. Culture, childhood and child abuse - An understanding of specific concepts related to child abuse first requires a thorough familiarisation with more generic concepts related to childhood and the impact of culture on children and childhood. 3. Child welfare systems - Different countries have different systems related to child welfare and child protection, which systems reflect wider welfare and policy positions. These different welfare systems will be visited and a critical analysis of them presented. 4. The Standards of Safeguarding - Standards of safeguarding help organisations take responsibility for keeping children and young people safe, minimise risk and comply with legislation and national guidance. They offer a realistic and practical approach, providing useful templates, examples and links to further information - the role of these standards will be presented in this study unit. 5. Child protection in Malta - A historical overview of the child protection system in Malta will be presented. Study-unit Aims: The study-unit aims to present students with foundation knowledge related to the abuse of children and young people. A historical perspective will be adopted, exploring the recognition of the social phenomenon of child abuse internationally, whilst also focusing on the local Maltese context. Another aim is to provide students with a critical body of knowledge which locates child abuse within a social constructivist paradigm. The study-unit also aims to present students with information related to different child welfare systems encouraging them to critically reflect on the impact which the adoption of different systems has on children, young people, families and other institutions in society. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: 1. Define child abuse, child welfare and child protection; 2. Describe the historical development of the concept of child abuse as a socially constructed phenomenon; 3. Compare and analyse different child welfare systems in different countries; 4. Describe and analyse the Standards of Safeguarding. 2. Skills By the end of the study-unit the student will be able to: 1. Recognise potential indicators of child maltreatment – physical, emotional, sexual abuse and neglect; 2. Demonstrate and apply the knowledge gained related to what constitutes the abuse of children and young people, different child welfare systems, and standards of safeguarding to particular case representations. Main Text/s and any supplementary readings: Main Text - Beckett, C. (2007). Child Protection - an introduction. London: Sage Publications. Supplementary Readings - Friggs, B. (2012). Child Protection - The essential guide : For Teachers and Other Professionals Whose Work Involves Children. Australia: Woodslane Pty Ltd. - Gilbert, N., Parton, N. & Skivenes, M. (2011). (Eds.) Child Protection Systems: IInternational Trends and Orientations. New York: Oxford University Press. - Minor Protection (Alternative Care) Act, 2019 (Malta). Retrieved from http://www.justiceservices.gov.mt/DownloadDocument.aspx?app=lp&itemid=29676&l=1 - Moore, J. (2020). The ABC of Child Protection. London: Taylor and Francis. - Piper, H., Garratt, D. & Taylor, B. (2013a) Hands Off! The Practice and Politics of Touch in Physical Education and Sports Coaching, Sport Education and Society, 18(5), 575-582. http://dx.doi.org/10.1080/13573322.2013.784865. - Piper, H., Garratt, D. & Taylor, B. (2013b) Child Abuse, Child Protection, and Defensive ‘Touch’ in PE Teaching and Sports Coaching, Sport Education and Society, 18(5), 583-598. http://dx.doi.org/10.1080/13573322.2012.735653. - Piper, H. (2014). Touch, fear and child protection: immoral panic and immoral crusade. Power and Education 6(3), 229-240. https://journals-sagepub-com.ejournals.um.edu.mt/doi/pdf/10.2304/power.2014.6.3.229. - Protection of Minors (Registration) Act, 2012 (Malta). Retrieved from www.justiceservices.gov.mt/DownloadDocument.aspx?app=lom&itemid=11815&l=1 - Tsantefski, M., & Connolly, M. (2013). Australia. In P. Welbourne & J. Dixon (Eds.), Child protection and child welfare: A global appraisal of cultures, policy, and practice. (pp. 253-271). London: Jessica Kingsley Publishers. - United Nations (1989). The United Nations Convention on the Rights of the Child. New York: United Nations. Retrieved from http://www.ohchr.org/en/professionalinterest/pages/crc.aspx - United Nations Committee on the Rights of the Child. (2013). General Comment No 14: (2013) on the right of the child to have his or her best interests taken as a primary consideration (art.3, para.1). Retrieved from http://www2.ohchr.org/English/bodies/crc/docs/GC/CRC_C_GC_14_ENG.pdf - United Nations General Assembly. (2010). Guidelines for the alternative care of children (Resolution A/RES/64/142). New York: United Nations. Retrieved from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/64/142 |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||
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| LECTURER/S | Ann Marie Ciantar |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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